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Career burnout is prevalent in the PR industry, precisely when demand for professionals is increasing. While career burnout has been included in studies and theorising on professionalism and feminisation, issues with turnover and burnout remain.

Using a grounded theory approach, this qualitative study draws upon the lived experiences of 30 current and former female Australian PR professionals to gain an understanding of how they perceive signs of career burnout and the factors that contribute to it.

Career burnout is an occupational syndrome whereby someone gradually morphs from being highly motivated in their role to emotionally exhausted, cynical and/or experiencing feelings of failure. It is a protracted response to chronic workplace demands and stressors, and includes three dimensions: emotional exhaustion, depersonalisation and reduced personal accomplishment. It is specifically a workplace phenomenon, distinguished from anxiety and depression, which can emerge in any context.

A key contributor to career burnout were PR-specific workplace stressors that were perceived to stem from a lack of respect for, or understanding of, PR as a profession. The stressors included the need to‘prove the spend’of PR, unreasonable deadlines, clients disregarding advice or counsel, as well as broader societal perceptions of PR as ‘spin doctors’. This often led to the PR practitioner undertaking work that went against their own advice or resulted in unsuccessful organisational outcomes they felt could have been avoided had their advice been listened to and valued. The workplace factors contributing to burnout overlap in complex ways and the study supports the idea that burnout is a product of situational contexts, despite being acutely felt at the individual level.

The foreword to Women's Work in Public Relations discusses the multitude of ways that women experience public relations (PR) work. Each women's experience depends on, for instance, location, culture, the presence (or otherwise) of a union or professional association, the support of colleagues, the practitioner's domestic circumstances and more. There is not just one female experience of PR.

This foreword reviews the chapters in Women's Work in Public Relations and points to the parallels, contradictions, and struggles faced by women working in the little-understood occupation of PR where the everyday work of women is largely invisible. It explains how women working in PR carry out tasks which can at once be necessary, unnecessary, the whim of a client or management, performative, or exploitative – such is the varied and unstructured occupation of PR.

Women face barriers and discrimination at work but past research has not always explained the form that this takes. The foreword notes that much discrimination takes place in plain sight (for instance in terms of erratically applied flexible working policies, unpredictable workloads, or language in professional documents that accepts inequality) and observes that unless we recognise discrimination it's difficult to vocalise opposition to it.

The foreword's discussion of methodology shows that there is no one way to study women working in PR and this book represents a small but rich range of largely qualitative research methodology. It demonstrates that, just as there are many experiences of women in PR, there are also many ways to research them.

This chapter offers Australian and international insights into leadership development and discusses how aspirant and current middle leaders can use leader and teacher professional standards to foster their professional growth. Standards help inform performance and development planning, and shape feedback and provide a framework for professional learning design. This chapter provides an overview of how systems such as New Zealand, Australia, and Scotland, among others, describe leadership in terms of standards. When used alongside an annual performance and development process, middle leaders can tap into the power of standards to continually sharpen their leadership practice and create a thriving career leading from the middle. Practical guidance is provided for middle leaders to engage with national teacher and leadership standards.

With the rapid advancement of generative artificial intelligence (AI), it is important to consider how young people are making sense of these tools in their everyday lives. Drawing on critical postdigital approaches to learning and literacy, this study aims to center the experiences and perspectives of young people who encounter and experiment with generative AI in their daily writing practices.

This critical case study of one digital platform – Character.ai – brings together an adolescent and adult authorship team to inquire about the intertwining of young people’s playful and critical perspectives when writing on/with digital platforms. Drawing on critical walkthrough methodology (Light et al., 2018), the authors engage digital methods to study how the creative and “fun” uses of AI in youths’ writing lives are situated in broader platform ecologies.

The findings suggest experimentation and pleasure are key aspects of young people’s engagement with generative AI. The authors demonstrate how one platform works to capitalize on these dimensions, even as youth users engage critically and artfully with the platform and develop their digital writing practices.

This study highlights how playful experimentation with generative AI can engage young people both in pleasurable digital writing and in exploration and contemplation of platforms dynamics and structures that shape their and others’ literate activities. Educators can consider young people’s creative uses of these evolving technologies as potential opportunities to develop a critical awareness of how commercial platforms seek to benefit from their users.

This study contributes to the development of a critical and humanist research agenda around generative AI by centering the experiences, perspectives and practices of young people who are underrepresented in the burgeoning research devoted to AI and literacies.